Author(s)

Ming Zhang

Corresponding Author

Ming Zhang

Abstract

This study aims to explore corpus-based Korean vocabulary acquisition and teaching strategies. Through in-depth analysis of Korean corpora, it reveals the characteristics of Korean vocabulary, such as frequency of use, collocation patterns, semantic changes and difficulty of acquisition. As one of the three elements of language, vocabulary occupies an important position in teaching Chinese as a foreign language. The teaching of Chinese and Korean vocabulary has its own particularities compared to other countries. Although more than half of modern Korean vocabulary is made up of Chinese characters, Chinese and Korean belong to different language families and have inherent differences in language structure and other aspects. Moreover, due to the passage of time and social changes, many Chinese characters in Korean that originally had the same meaning or form as Chinese words have undergone significant changes. These Chinese characters that have undergone changes are prone to negative transfer in the process of Korean students learning Chinese vocabulary. The study first provides an overview of the application of corpus in language learning and vocabulary research, and then analyzes the vocabulary acquisition process of Korean learners, and finds that vocabulary frequency, context, collocation and word meaning discrimination play a key role in vocabulary acquisition. On this basis, this study proposes strategies for optimizing Korean vocabulary teaching using corpus, emphasizing the combination of real language data from corpus and teaching practice to improve the effectiveness and pertinence of vocabulary teaching. The research results provide a new theoretical basis and practical guidance for Korean vocabulary teaching, which is of great significance for promoting Korean language teaching reform and improving learning outcomes.

Keywords

corpus, Korean vocabulary, vocabulary acquisition, teaching strategies, language teaching